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XB1 Unit 4 Reading and Thinking教学设计
课 题 Unit 4 Body Language Period 1 Reading and Thinking 学 科 英语 班 级 高二14班 授课教师
教 学目 标 By the end of this section, students will be able to: read about the function of body language and its implications in different cultures; grasp the feature of expository writing, like its structure and language; learn a reading strategy about making inferences by looking at the clues in the passage; think critically about body language by relating it to their own culture and personal experiences; respect different cultures.
教 学 主 题 该板块的活动主题是“理解（读懂）肢体语言”（Understand body language）。这部分主要从地域文化的角度解读肢体语言。学生需要理解肢体语言与言语表达在实际交流中是共存的，并在一定程度上承担着传情达意的功能；同时，学生还应理解，因为地域文化的不同，肢体语言也可能有相应的变化，同一个动作可能传递不同的意义或情绪。
教 学 重 点 引导学生熟悉并掌握该部分的话题词汇； 引导学生通过阅读理解不同国家、不同文化中的肢体语言所表达的意义； 引导学生掌握说明文的篇章结构和语言特点。
教 学难 点 1. 培养学生读出言外之意的能力； 2. 引导学生结合自身经历和自己所处的文化背景批判地看待肢体语言，并学会尊重和包容与自己所处地域不同的文化现象。
教 学 内 容 与 过 程 Lead-in Task 1: Look and discuss 教师引导学生根据单元标题和主题图了解单元主题。 Where are they What might the people be doing in the photos What do you think they might be feeling Why do you think so When and how do you use body language to convey meaning Task 2: Do a play 老师让学生两人一组，完成活动1，选择相关内容，一人表演，一人猜测。并结合学生的表演，让学生们归纳肢体语言的类型。 Step 1 Pre-reading Task: Prediction 老师引导学生结合语篇标题和图片，判断图中的肢体语言及传递的信息，并预测语篇可能涉及的内容。 Look at the picture. What do you think the young lady might do to convey with her body language Look at the title of the text. What do you think will be talk about in the text Step 2 While-reading Task 1: Read for Structure. 1. What is the text type of the passage A. A narration B. An argumentation C. An exposition D. An advertisement 2. Read the passage quickly and find out the topic sentences and key words. A.The differences B. The Similarities（相似性） C. Function（功能） D. The different uses of smile C Para 1: Words are important,but the way people stand, hold their arms. And move their hands can also give us information about their feelings. Para 2: Just like spoken language, body language varies fromculture to culture A Para 3: The gesture for "OK" has different meanings in different cultures. Para 4: Even the gestures we use for "yes "and "no" differ around the world. . B Para 5: Some gestures seem to have the same meaning everywhere. D Para 6: Some body language like smile has many different uses. 引导学生浏览语篇，核查预测；梳理语篇结构，归纳段落大意。 Task 2: Detailed reading 引导学生分段阅读，完成下列任务： 阅读第1段回答以下问题： Can you guess the meaning of the word “interaction” according to the text （结合课本P38右下角的学习策略） What is the function of the last sentence in paragraph 1 阅读第2-5段： Body LanguageCountry RegionMeaning OK sign
分析2、3、4段的段落结构，将思维导图补充完整； 让学生阅读第6段并回答以下问题： What different uses of smiling are mentioned in this paragraph Find out the various sentence structures used to show uses of smiling. Step 3 Post-reading Task : Suppose three international students are coming to visit our school next week，act out how the Chinese student greets or communicates with these international students . Useful expressions 1.My name is ____________ (Ms./Mr. China/France/Japan...) 2.________(body language) means __________in___________ (country) 3.What do you mean by _____________(body language) 4.When in Rome,do as Romans do. 课堂输出环节，4人为一小组，其中一人为中国学生，接待其他三位国际学生，让学生通过角色扮演的方式，总结回顾课本内容，更好地理解肢体语言的含义。 Step 4 Homework Practise the words and expressions learned in this class. Learn more different meanings about body language in different countries. Then share with your classmates. 备注

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